Describing Appearances Lesson Plan

5th Grade ESL

Stage 1 Desired Results
Content Standard(s): (Module 2)

CCSS.ELA-Literacy.L.5.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Unpacked Standard(s): (Module 2)

Students will identify clothing items and use the

correct clothing words consistently.

students will need to properly identify colors
by using specific color words (i.e. olive
green or neon yellow)
Students will be able to use simple
descriptions of people, using words like
tall, bald, long hair, or old.
Students will need to develop their
descriptive vocabulary to include sequences
of adjectives.
Students will need to be able to use multiple
adjectives in the correct sequence to describe
a person in detail.
Students will be able to combine statements
of appearance with descriptions of clothing

Essential Questions: (Module 2)

Why is it important to use details when describing

people?

How can you use descriptive words every day?

Students will set their own personal goals by. (Module 3)

Students were provided with the rubric to assist them in setting personal learning goals. I asked them to
think about the learning objectives and what they will need to be able to accomplish that they are not already
able to do. I worked closely with each student so they felt confident setting their learning goal. One students
goal was talk about a picture of a person in a magazine.
Progress on students' personalized goals will be monitored by(Module 5)

Feedback will be provided for each performance task, either by one on one conversations or as a class

Students will review their personal goals after each learning activity
Rules and Procedures (Module 5)

Rules
Rule 1: Speak English
Rule 2: Listen to the teacher
Rule 3: Be nice

Procedures
1. students greet me as they are getting seated.
2. students repeat the class rules.
3. students take out their books, homework, and
pencils.
4. students pass their homework to the front of the
class, and I collect it.

Stage 2 Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment, including analysis of the pre-assessment results. (Module 3)

9
8
7
6
5
4
3
2
1
0
Excellent

OK

Need more practice

Performance Task(s) or Assignment Description(s): (Module 3)

Students will identify clothing items, first from flashcards, then with realia and the clothes line game,
in which students will race to place correct clothes items on a clothes line.

Students will identify specific shades of colors by a fly swatter game, during which students will race to
swat a colored card on the board when I call out a color.

Students will describe appearances by looking at images of celebrities.

Students will describe appearances and clothing by doing a fashion show, and by playing Guess Who.

Rubric: (Module 3)

Learning Target

4 = Excellent;
student meets
expectations
100% of the
time

3 = Good;
student meets
expectations
80% of the time

Can identify
clothing items

Quickly and
easily use correct
words for 100%
of clothing items

Use correct words

for 85% of
clothing items; 35 mistakes

Can identify
colors and
shades

Quickly and
easily use correct
words for 100%
colors and
shades

Use correct words

for 85% of colors
and shades; 3-5
mistakes

Can describe
people by
appearance

Use correct words

to describe
appearance,
including height,
hair type and
color, and age

Use correct words

to describe
appearance 85%
of the time, but
3-5 mistakes

Can describe
people by
appearance
and clothing

Quickly and
easily use correct
words to describe
appearance and
clothing,
including correct
sequence of
words

Use correct words

to describe
appearance in
clothing 85% of
the time, but 3-5
mistakes

2 = OK, but can

use more
practice.
Student meets
expectations
60% of the time
Use correct words
for 60-84% of
clothing items,
but difficulty
identifying
others; 6-8
mistakes
Use correct words
for 60-84%
colors and
shades, but
difficulty
identifying 6-8
shades or colors
Use correct words
to describe 6084% parts of
appearance, but
difficulty with
others; 6-8
mistakes
Use correct words
to describe 6084% parts of
appearance and
clothing, but
difficulty with
others; 6-8
mistakes

1 = Need more
practice.
Student meets
expectations
less than 60%
of the time
Difficulty using
correct words for
up to 59% of
clothing items; 9
or more mistakes
Difficulty using
correct words for
up to 59% of
colors or shades;
9 or more
mistakes
Difficulty using
correct words to
describe
appearance; 9 or
more mistakes
Difficulty using
correct words to
describe
appearance and
clothing; 9 or
more mistakes

Self or Peer Assessments (Module 5)

Students will be given a rubric to guide their

goal setting and assignment completion

Students will receive feedback on their preassessments via classroom discussion

Students will work in pairs during the Guess

Who game and verbally assess their partner

Formative Assessments, Summative Assessments,

etc. (Module 3)
One example of a formative assessment strategy is the use of a
traffic light system. Students can be given a set of cards one
red, one yellow, and one green to hold up in response to a series
of questions that test their knowledge of the lesson objectives. For
each question, students can hold up the appropriate card for how
they feel about their knowledge related to that question (or
statement). If a student is confident in their knowledge, they can
hold up their green card. If a student understands but feels the need
for more clarification, they can hold up their yellow card, and if a
student feels uncertain of a question or statement, they can hold up
their red card. This method allows students to comfortably show
their understanding and also allows the teacher to quickly evaluate
how the entire class is progressing. (Black, Harrison, Lee,
Marshall, & Wiliam, 2004)

In addition to using formative assessments to check for

understanding and prioritize instruction, it is also crucial to
communicate expectations so students can take some ownership of
their learning. To communicate expectations to ESL students, it is
important to provide examples and use visual aids to ensure
students understand the assignments and the expectations. I plan to
model exercises so students know the expectations. I will also use
formative assessments and rubrics to guide students in setting
goals. Students will complete a statement of their learning goals at
the start of the lesson, which will be reviewed at the end of the
class so students can monitor their progress.

Reference:

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004).
Working Inside the BlackBox: Assessment for Learning in the
Classroom. (cover story). Phi Delta Kappan, 86(1), 9.

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities: (Module 4)

Essential questions discussion. (5 minutes) Writing the essential questions on the board and opening
a discussion with students will highlight the focus of the lesson. (Curiosity, Connection, Coherence)

Pre-assessment review. (10 minutes) Students will be given their pre-assessment and we will review
as a class the main concepts of colors, appearance, and clothing. (Coherence, Connection, Context)

Color game. (5 minutes) Students will race to identify objects in the classroom by color.
(Concentration)

Clothes line game. (10 minutes) Students will search through a pile of clothes to choose the correct
clothes from a list and place the items on a clothes line. (Curiosity, Connection, Concentration)

Review questions. (5 minutes) Students will respond to questions and I will give feedback. (Coaching)

Guess Who game. (10 minutes) Students will play Guess Who in pairs and I will circulate to provide
guidance and feedback. (Connection, Coherence, Coaching)

Story writing. (40 minutes) Students will create an illustrated story focusing on character descriptions.
Stage 4 Feedback Strategies, including Timeliness (Module 5)

During class, I will provide feedback through one on one meetings with students to discuss their progress, as
well as by providing feedback directed at the entire class. I also plan to use students' written goals for the lesson
to provide feedback as we progress through the lesson.